What is Curiosity, and Why Do We Care?

When all is said and done, I wish for our learners, ourselves, and all of humanity curiosity rooted in loving kindness.

Curiosity is the spark that engages us with life, with the world, with one another.  Curiosity inspires us to lift a rock, start a conversation, read a book, ask a question…. Curious learners are not asleep or apathetic.  Curious educators are not satisfied with how things have always been done.  Curious citizens can change the world. 

And so I invite you into the conversation—what makes you curious?  Think about a time when you have felt really curious.  What stimulated your curiosity?  How did it prompt you to act?  

Curiosity comes in different forms.  While different writers organize the curiosity genome differently, we can identify five broad categories:

1.     Specific curiosity—We want to find out a specific piece of information.  (How did we live before Google?)

2.     Perceptual curiosity—Something surprises us or does not match up with what we expect.  Magicians pique our perceptual curiosity.

3.     Diversive curiosity—We wonder what is new on social media or other diversion sources.

4.     Epathic curiosity—We feel curious and care about what other feel or think.

5.     Epistemic curiosity—We love knowledge and want to learn new things.  

Like magicians, storytellers, and entertainers, educators can make use of human’s tendency toward each of these curiosities to engage our students.  Engaging perceptual curiosity, for example, can stimulate an “itch” to understand.  Nonfiction writer Malcolm Gladwell described withholding information to stimulate curiosity as one of his favorite reader-engagement techniques.  Activating students’ empathic curiosity through literature, cultural exploration, or conversation can lead not only to increased engagement, but also understanding, empathy, and kindness.

Ultimately, we work to cultivate the vibrant seeds of epistemic curiosity—the love of learning—in all of our students.  Rather than simply meeting expectations or going through the motions, curious learners engage with their studies.  Indeed, brain researchers have connected epistemic curiosity (interestingly, only this type of curiosity) with anticipated reward.  When we try to learn new things, the process follows the dopamine reward path in our brains.  Our brains love to learn.

Epistemic curiosity is magic that helps our students joyfully engage, grow, and succeed beyond the duration of our time together.  Is your interest piqued?  Are you curious about learners and learning?  My brain is ready!  Let’s walk this teach curious path together.